English Journal is NCTE's award-winning journal of ideas for English language arts teachers in junior and senior high schools and middle schools.
Calls for Manuscripts
All manuscripts should be submitted via the Editorial Manager system.
General Interest Submissions
We publish articles of general interest as space is available. You may submit manuscripts on any topic that will appeal to EJ readers. Remember that EJ articles foreground classroom practice and contextualize it in sound research and theory. As you know, EJ readers appreciate articles that show real students and teachers in real classrooms engaged in authentic teaching and learning. Regular manuscript guidelines regarding length and style apply.
Note:The July 2019 issue (and subsequent July issues) will be unthemed, so submissions on any topic of interest to the secondary English language arts teacher are welcome. To be considered for this July’s issue, please have your submission uploaded to Editorial Manager by November 15, 2018.
Submission Deadline: January 15, 2019
Publication Date: September 2019
Inclusive community learning helps teachers discover ways to design pedagogies that make productive use of . . . the literacy repertoires students bring to schools. . . .
—Steven Alvarez, Community Literacies en Confianza, 2017
Rapidly changing demographics, media saturation, and the exponential increase in technologies are significantly influencing the identities of the students who enter our classrooms each morning. Creating a welcoming and inclusive environment and learning to acknowledge the literacies that students bring with them to school are equally important goals. These goals, however, require attentiveness and a willingness to reflect on our pedagogies, revise our repertoire of lessons, and renew our commitment to the “project of education.”
Teaching in the 21st century often means teaching for the greater good. Schools have the capacity to operate as community spaces where learning experiences expand opportunities for students to thrive in spite of cultural challenges they might face. A caring interest in adolescents’ everyday lives can provide teachers a lens through which to view and understand the literacies students develop in their homes and neighborhoods, but which are often undervalued in the classroom.
For this issue of the journal, the editors invite articles that examine the development of welcoming, inclusive classrooms. What are examples of projects and assignments that honor students’ cultural and linguistic identities? How have you invited students to become active participants in reshaping the culture of your classroom or your school? How do you foster confianza, or confidence and trust, in students to help them become advocates for themselves and their peers? Which aspects of the community of the classroom are most influenced by the communities in which students live? Which texts, lessons, units, or assignments have been most successful in inspiring goodwill and community spirit in your classroom?
Submission Deadline: March 15, 2019
Publication Date: November 2019
I think young people should not be judged by the level of their reading but by the way a book makes them think and feel. By the way it gives them hope. By the way it opens them up to new perspectives and changes them.
—Jacqueline Woodson, National Ambassador for Young People’s Literature, 2018
As English teachers, we believe in the power of literature to awaken us, change our views, and transform our understanding of the world. Our own experiences of that power have led us to a profession that celebrates the art of writing and the writers who make that art. Sometimes we struggle to convince our students of literature’s power. But sometimes there’s no struggle at all—when students feel “opened up” by a poem, a story, a novel, or a play, their reading experience can be memorable, even life-changing. In students’ best reading moments, a conversation between the reader and the story unfolds. And readers want to share that conversation with others. They want to express what the ideas in the reading make them feel and think and hope.
For this issue of the journal, the editors invite stories about teaching literature that students want to talk about and also stories of efforts to share literature that didn’t go as planned. We can learn from each other’s successful lessons and from those lessons that were “misses.” When have you seen your students absorbed by their reading? What beliefs come to life via literature? How has students’ activism been engaged by literature? Which texts made them question what they think they know and want to talk about that? When did the texts that changed you fall “flat” for your students? How are important conversations between teachers and students established and sustained through reading together?
Speaking My Mind
We invite you to speak out on an issue that concerns you about English language arts teaching and learning. If your essay is published, it will appear with your photo in a future issue of EJ. We welcome essays of 1,000 to 1,500 words, as well as inquiries regarding possible subjects.
For Gwendolyn Brooks, writing was essential to life and “like breathing or eating.” More specifically, she noted, “Poetry is life distilled.”
As such, we invite teachers and teacher educators to write poems that “distill” their lives—in and out of the language arts classroom. We seek well-crafted poems that connect our readers to the worlds of teaching and learning.
Send up to two original poems—maximum thirty lines each—as attachments to Englishjournal@ncte.org. Use the subject line “Poetry Submission for Review.” The poems must be original and not previously published or simultaneous submissions. On each poem, please include a brief biographical sketch (forty words maximum) and your contact information. Poets whose work is published will receive two complimentary copies of the issue in which their work appears.
Additional inquiries about poetry submissions should be directed to the coeditors at Englishjournal@ncte.org.
Teacher photographs of classroom scenes and individual students are welcome. Photographs may be uploaded to Editorial Manager at the address above in any standard image format at 300 dpi. Photos should be accompanied by complete identification: teacher/photographer’s name, location of scene, and date photograph was taken. If faces are clearly visible, names of those photographed should be included, along with their statement of permission for the photograph to be reproduced in EJ.
Cartoons should depict scenes or ideas potentially amusing to English language arts teachers. They can be submitted to Editorial Manager at the address above; we can accept any standard graphics format at 300 dpi.
For information on writing for the EJ columns, see the Columns and Column Editors info below.
For EJ Submission Guidelines, see Write for Us.
For more information, contact Englishjournal@ncte.org.